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Openblocks: an Extendable Framework for Graphical Block OpenBlocks: An Extendable Framework for Graphical Block Programming Systems by Ricarose Vallarta Roque Submitted to the Department of Electrical Engineering and Computer Science in partial fulfillment of the requirements for the degree of Masters of Engineering in Computer Science and Engineering at the MASSACHUSETTS INSTITUTE OF TECHNOLOGY May 2007 c Massachusetts Institute of Technology 2007. All rights reserved. Author............................................................................ Department of Electrical Engineering and Computer Science May 25, 2007 Certified by........................................................................ Eric Klopfer Associate Professor Thesis Supervisor Accepted by....................................................................... Arthur C. Smith Chairman, Department Committee on Graduate Students OpenBlocks: An Extendable Framework for Graphical Block Programming Systems by Ricarose Vallarta Roque Submitted to the Department of Electrical Engineering and Computer Science on May 25, 2007, in partial fulfillment of the requirements for the degree of Masters of Engineering in Computer Science and Engineering Abstract Graphical programming systems have been built to lower the threshold to programming for beginners. However, because these systems were designed to make programming more accessible to novices, they were developed with narrower intentions for their users and applications. For example, in StarLogo TNG, a graphical block programming environment, users may create games and simulations, but they cannot use this same system to create programs that can automate their computer processes, like the text-based scripting system AppleScript. Application developers can create their own programming systems, but doing so can take a significant amount of time to design and implement. This thesis describes an extendable framework called OpenBlocks that enables application developers to build and iterate their own graphical block programming systems by specifying a single XML file. Application developers can focus more on the design of their systems instead of on the details of implementation. The design and implementation of OpenBlocks are described, along with a user study conducted to test its usability and extendability. Thesis Supervisor: Eric Klopfer Title: Associate Professor 2 Acknowledgments I would first like to thank my advisor Eric Klopfer for his tireless support, endless patience, and for inviting me to join his team, where I have gained invaluable experience and met people who are more my friends than my teammates. His passion for the StarLogo TNG project is contagious. Thanks to Daniel Wendel and Corey McCaffrey, who had both already graduated and moved onto a full-time jobs, still joined me for weekend hacking sessions and many design discussions through email and phone. They have both acted as mentors for me, helping me get started and guiding me through my time here in the group. Brett Warne made the code blocks as beautiful as they are today. Brett and Daniel made this such a fun experience for me as well. Eric Rosenbaum has been a valuable source of advice, acting as a sounding board for my various concerns and ideas in design. Thanks also to the crucial contributions of my other teammates: John Jackman, David Greenberg, Thomas Robinson, Mark Burroughs, and John Pope. Thanks to the support of the EvoBeaker team, who’s interest in integrating blocks into their application inspired the OpenBlocks framework. I am excited for their future students to learn and delve into block programming. Thanks to Tammy Stern for always giving me the strength to keep going, even during my lowest of lows. I feel so lucky to have her as my friend and confidant. Brian Kee- gan proofread this thesis and his unending patience, love, and encouragement helped me through this stressful process by keeping me sane and grounded. I can’t imagine my MIT experience without either of them. And finally, I’d like to express my gratitude to my family for their sacrifices, support, and love. I owe them all the success and happiness in my life. 3 Contents 1 Introduction 8 1.1 OpenBlocks Framework . 10 1.2 Thesis Summary . 12 2 Background 14 2.1 Text-Based Programming Environments . 14 2.1.1 Assistive Features for Text-Based Programming . 14 2.1.2 Debuggers . 16 2.1.3 GUI Builders . 16 2.2 Graphical Programming Environments . 16 2.2.1 Node-based Visual Programming . 17 2.2.2 Graphical Rewrite Rules . 18 2.2.3 Block Programming . 20 3 Assessing StarLogo TNG 22 3.1 Background . 22 3.2 Programming Features of StarLogo TNG . 24 3.3 Evaluations . 28 3.3.1 Field Tests . 28 3.3.2 User Tests . 28 4 Design of OpenBlocks 32 4.1 Requirements and Goals . 32 4.1.1 Target Audience . 32 4.1.2 Requirements . 33 4 4.2 User Interface of OpenBlocks . 34 4.2.1 Block Design . 34 4.2.2 Workspace: Programming Environment . 36 4.3 Software Optimizations . 39 4.4 Format of Save Files . 40 4.5 Limitations . 40 5 Extending OpenBlocks 42 5.1 Designing a Programming System . 42 5.1.1 Language Guidelines . 43 5.1.2 Usability Guidelines . 44 5.2 Building the Programming System . 45 5.2.1 Language Definition File . 45 5.2.2 WorkspaceController . 46 5.3 Other Extendable Components . 46 5.3.1 Customized Block Shapes . 46 5.3.2 Link Rules . 47 5.3.3 Listening to Workspace Events . 47 5.3.4 Other Public Classes within Library . 48 6 EvoBeaker: A Case Study 49 6.1 Documentation and Support . 49 6.2 Testing Framework with EvoBeaker . 49 6.2.1 EvoBeaker Collaboration . 50 6.2.2 Evaluation of EvoBeaker’s OpenBlocks Experience . 51 6.2.3 Additions and Modifications to Framework . 52 7 Conclusion 54 7.1 Future Work . 54 7.1.1 Further Development of OpenBlocks . 54 7.1.2 Further Evaluation and User Testing . 56 7.1.3 An Open Source Library . 58 7.2 Closing Remarks . 58 5 List of Figures 1-1 StarLogo TNG’s block programming environment. 9 1-2 Before and after states of a girl agent stepping over a vase in StageCast . 10 1-3 Code folding can help save space in a crowded workspace. 11 1-4 A block factory can be a floating window over the block canvas. 12 2-1 Keywords are rendered in different colors. 15 2-2 The Intellisense popup in Visual C++. 15 2-3 A simple project in Quartz Composer . 17 2-4 A more complex project in Quartz Composer. 18 2-5 A sample graphical rewrite rule from StageCast. 18 2-6 Sample Stagecast rule list. 19 2-7 The LogoBlocks programming environment. 20 2-8 A more complex project in StarLogo TNG . 21 3-1 A comparison of StarLogo code and StarLogo TNG code. 23 3-2 The StarLogo TNG programming environment. 23 3-3 Auto-complete popup in StarLogo TNG. 24 3-4 Block search in StarLogo TNG. 25 3-5 Minimap in StarLogo TNG. 25 3-6 Block search in StarLogo TNG. 26 3-7 A block family in StarLogo TNG . 27 3-8 Polymorphic connector in StarLogo TNG. 27 3-9 The command hook connector shape. 29 3-10 A sample overloaded connector shape. 30 4-1 A sample set of code blocks from StarLogo TNG . 35 6 4-2 Four of the fourteen types of connector shapes. 35 4-3 A sample workspace implemented using OpenBlocks. 37 4-4 Static and dynamic drawers. 38 4-5 Comments appear as post it notes and are linked to blocks. 39 5-1 A sample XML specification of a block. 45 5-2 A custom block used in StarLogo TNG. 47 6-1 The current set of blocks used by EvoBeaker. 51 7 Chapter 1 Introduction Learning to program can be a difficult task. In addition to learning confusing and non- intuitive syntax, beginners must learn how to structure their thinking and solutions and understand the execution of their programs [1]. However, once these obstacles are overcome, programming can be a very useful and beneficial skill. Advantages include but are not limited to [1]: • Learning how to solve problems in a structured and logical way. • Building software customized for personal use. • Exploring subject areas such as studying biological simulations or creating interactive animations. In education, computer programming can be “an ideal medium for students to express creativity, develop new ideas, learn how to communicate their ideas, and collaborate with others” [2]. Many graphical programming systems exist to break down the barriers to computer programming, helping to reduce the threshold for beginners to learn how to program and reap the benefits of programming. Instead of working exclusively with text and recalling language syntax and rules, many graphical programming systems have users manipulate and interact with visual objects or images to build their programming projects. For example, StarLogo TNG is a graphical programming environment for secondary students and teachers to study and create 3D simulations and games [3]. This system only requires users to connect puzzle-piece like objects called blocks of varying shapes and colors to build their programs, 8 as shown in Figure 1-1. Users drag blocks from a palette of blocks to the side called the block factory to the main work area or the block canvas. Blocks are labeled with the program’s commands and users can only connect blocks of complementary shapes. Thus, the syntax of this language is visually apparent and encoded in the shapes of the blocks, relieving the work and stress of learning and recalling confusing syntax. Figure 1-1: StarLogo TNG’s block programming environment. Some graphical programming systems have even eliminated text altogether in their lan- guages and allow their users to manipulate images instead. In StageCast, users manipulate images of agents or avatars in a 2D-grid-like environment [4]. To specify how one of these agents should behave, users create before and after states for each agent.
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